Developing Teachers' Questioning Skills: The Efficacy of Delayed Feedback
Keywords:
teacher feedback, professional development, classroom interaction, instructional improvementAbstract
The study investigates whether teachers change their questioning strategies after they learn a system for categorizing questions into objectively defined categories and receive feedback immediately following class about the types of questions asked. Carefully trained coders categorized the questions that twenty teachers asked during regular class periods into one affective and six cognitive categories. Observations were taken during four periods: during a baseline prior to learning the categories; during and immediately following learning; during the feedback period; and, finally, following termination of feedback. Changes in the types of questions and the distribution of questions were noted during the four periods.
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